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The Center used knowledge learned from these sites to develop and inform its model for advancing rightful presence in schools, which includes six key levers. This brief provides a summary of lessons learned about one of these levers—innovative teaching and learning—from four of these “Knowledge Development Sites”: WISH Community Elementary School, WISH Community Middle School, WISH Academy High School, and CHIME Institute.  \nMethods  \nThe Center used a key informant strategy, asking individuals from organizations in the field to recommend study sites that exemplify key characteristics of rightful presence: true belonging, inherent value, and shared power. The charter schools included in this study were purposefully chosen for their prestigious reputation and commitment  \nto providing top-notch, fully inclusive education. Researchers visited these sites and conducted focus group interviews with the following groups: educators, related service providers, administrators, family members, and students. The focus groups were recorded, transcribed, and coded by theme. Researchers also conducted a series of observations in classroom and non-classroom settings across grade levels and during collaborative instructional planning sessions. The lessons outlined in this brief are the results of data collected and analyzed from these site visits.  \nLessons Learned: Innovative Teaching and Learning  \nLesson 1: Universally design lessons and differentiate instruction to engage all learners.  \nEducators described how they used Universal Design for Learning (UDL) guidelines when designing lessons. They considered in advance multiple ways learners might engage with the lesson, how the information could be alternately presented, and various ways learners might express themselves. They understood each student has unique learning pathways and pace, so they planned in advance accommodations and extensions to the lesson that would be available to students. As one leader said,“Our teachers are really utilizing UDL concepts when designing lessons and then using differentiation as needed for specific kids.” When collaboratively planning instruction and support, lesson plan formats showed a range of depth and complexity. The lesson plans also included details about how co-teachers intend  \nto deliver instruction. Along with listing the objective of the lesson and the grade-level standard, it also specifically listed accommodations, extensions, and support considerations for multilanguage learners. When modifications were needed, the lesson plans also included the aligned alternate achievement standard(s) .  \nLesson 2: Adapt lessons to grade-level aligned standards.  \nIn one school, general and specialized educators met during a twice-a-week grade-level planning meeting to collaboratively plan lessons aligned to grade-level standards. During an observed planning meeting, the general educator introduced the standard that would be covered in math and gave an overview of tasks and activities that could be used to teach the identified objectives. The specialized educator provided input on the lesson ideas, such as how to incorporate manipulatives and visuals that would benefit some learners. The specialized educator then identified an alternate achievement standard that was related to the grade-level standard and aligned to the individual goals of a student with an IEP in the class. The general and specialized educator discussed modifications that could be made to the lesson activities to address this alternate achievement standard. For example, for a lesson on the geometry standard for classifying triangles by angles and side lengths, the genera","cbCaijOKi2mBSrQ8","https://ap.wps.com/l/cbCaijOKi2mBSrQ8","pdf",259430,"English","# Introduction\n# Methods\n# Lessons Learned: Innovative Teaching and Learning\n## Lesson 1: Universally design lessons and differentiate instruction to engage all learners\n## Lesson 2: Adapt lessons to grade-level aligned standards\n## Lesson 3: Partner with colleges and universities to support implementation of research-based practices","[{\"question\":\"What is the purpose of this brief?\",\"answer\":\"It summarizes lessons learned about innovative teaching and learning from four inclusive school knowledge development sites, to inform a model for advancing rightful presence in schools.\"},{\"question\":\"How did researchers collect the evidence for the lessons learned?\",\"answer\":\"They used a key informant strategy to select sites, conducted focus group interviews with educators and other stakeholder groups, recorded and coded sessions by theme, and carried out observations in classroom and non-classroom settings.\"},{\"question\":\"What teaching approaches are highlighted in Lesson 1 and Lesson 2?\",\"answer\":\"Lesson 1 stresses universally designing lessons with Universal Design for Learning and differentiation. Lesson 2 focuses on adapting instruction to grade-level aligned standards while incorporating alternate achievement standards and modifications for students with IEPs.\"}]","Lessons Learned from Inclusive Schools: Innovative Teaching and Learning | PDF",1792061047,15]